1

Author: Mountin, Jason, M

Title: Raising Awareness about Attention Deficit Hyperactivity Disorder (ADHD): The School Counselor’s Role

The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial

completion of the requirements for the

Graduate Degree/ Major: MS School Counseling

Research Adviser: Carol Johnson, Ph.D.

Submission Term/Year: Summer, 2012

Number of Pages: 27

Style Manual Used: American Psychological Association, 6th

edition

I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University

Library website

I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the

laws, rules, and regulations of the U.S. Copyright Office.

STUDENT’S NAME: Jason Mountin

STUDENT’S SIGNATURE: ________________________________________________ DATE: 7/6/2012

ADVISER’S NAME Carol Johnson, Ph.D.

ADVISER’S SIGNATURE: __________________________________________________DATE: 7/6/2012

---------------------------------------------------------------------------------------------------------------------------- -----

This section to be completed by the Graduate School This final research report has been approved by the Graduate School.

___________________________________________________ ___________________________

(Director, Office of Graduate Studies) (Date)

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Mountin, Jason, M. Raising Awareness about Attention Deficit Hyperactivity Disorder

(ADHD): The School Counselor’s Role

Abstract

If a student’s ADHD goes unrecognized or is not addressed properly, there are many

negative components that could affect the student both mentally and physically. The students

could become depressed, socially unaccepted, disruptive, or even experience a lack of self-worth,

feeling as though they are at a lower level when compared to their peers. However, if the child’s

ADHD is recognized and addressed properly, the student does not have to experience many of

these negative feelings or emotions; in fact, if it is handled properly, their friends might not even

know they have ADHD.

There are numerous accommodations and interventions to help students cope with

ADHD once they have been diagnosed. These accommodations and interventions have been

found useful when it comes to treating students with ADHD. Every case of ADHD is different

and requires its own specific attention and must be addressed separately from all other cases of

ADHD. It may take numerous attempts by educators and parents in order to come up with the

best solution to help accommodate a student’s ADHD. However, given the effort and dedication

of time, a child’s symptoms could potentially be reduced if the proper steps and precautions are

taken. This may benefit the child, as well as relationships with the child’s peers, teachers, and

parents.

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Acknowledgments

I would first like to thank Dr. Carol Johnson for her time and effort in helping me with

the thesis writing and editing. With her support, I was able to learn more about ADHD and

become more aware of this topic. Carol provided me endless resources to help me in the process

of writing my thesis. She always had an open door and was always very encouraging. I am very

appreciative to have had Carol as my advisor. Not only was she a great advisor, but she was also

a great mentor to me this semester. Thank you to Carol for all your time and hard work this

semester helping me to fulfill my goal of writing my thesis.

I would also like to thank Dr. Amy Gillett for her motivation and support throughout my

thesis writing experience. I am fortunate that I had Amy for a classroom instructor for my

research foundations class. She provided me with so much support and encouragement, which

led me to have a successful experience.

I would also like to thank my wonderful family for always supporting me. With their

support, I was able to complete my thesis paper in my busy schedule. My mom, dad, and brother

were always supportive and patient with me throughout my graduate program and thesis writing

process. Lastly, I would just like to say thank you to everyone else whom I have forgotten that

has also helped me along the way. Without you, obtaining my Master’s degree would not have

gone as smoothly as it did. Thanks again to everyone who has impacted me along the way!

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Table of Contents

.................................................................................................................................................... Page

Abstract ............................................................................................................................................2

Chapter I: Introduction ....................................................................................................................5

Statement of the Problem .....................................................................................................8

Purpose of the Study ............................................................................................................9

Assumptions and Limitations of the Study ..........................................................................9

Definition of Terms............................................................................................................10

Chapter II: Literature Review ........................................................................................................11

Introduction………………………………………………………………………………11 Identification and Risk Factors of ADHD .........................................................................11

IEP and 504 Accommodations...........................................................................................14

Medications and Interventions ...........................................................................................17

Chapter III: Summary, Discussion and Recommendations ...........................................................20

Summary ............................................................................................................................20

Discussion ..........................................................................................................................21

Recommendations ..............................................................................................................23

References ......................................................................................................................................25

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Chapter I: Introduction

What is Attention Deficit Hyperactive Disorder (ADHD)? While many educators are

familiar with signs and symptoms, some may benefit from a deeper understanding of what it is.

Imagine being a parent whose child is very hyperactive and has trouble focusing on tasks,

remaining seated in class, or even finishing an assignment. What can be done to help this

student? What accommodations can be made? Who can help? School counselors play an

important role in advocating for a student who has ADHD. A parent can seek the help of a

school counselor to assist, monitor and help the child as they better understand their situation and

find ways to help students with ADHD become successful in school.

ADHD has been defined by the Encyclopedia of Educational Psychology (2008) as a

diverse behavioral syndrome affecting 3-7 percent of children in the United States, characterized

by inattention, over activity, and impulse control problems. This disorder, as currently

understood, can manifest in one of three ways: individuals with this disorder may be primarily

inattentive, impulsive/ hyperactive, or present a combination of both inattention and

impulsive/hyperactive behaviors. An article by Hoyle, (2005) further indicates this struggle for

focus can cause great chaos that can be disruptive and may diminish self-esteem. It is also

believed that many children with ADHD frequently show an altered response to socialization,

and they are often described by their parents as obstinate, impervious, stubborn, or negativistic.

Now, imagine having these symptoms and being asked to coexist in a classroom filled with

twenty other students, and stay on task when it comes to completing homework and classroom

activities.

There is a general concern among educators in the United States regarding the increase in

students who are being diagnosed with ADHD and how they are to be integrated into a general

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education setting, thus leaving some questions to be answered. How can educators help students

with ADHD succeed? If the student is on medication, are they getting the proper medication on

a regular basis? Can a student with ADHD qualify for special education services? And lastly,

how can an administrator or teacher properly discipline students with ADHD and minimize their

disruptive qualities while recognizing the traits of the diagnosis?

These questions surface on a daily basis in a classroom environment. It is the role of a

school counselor to take the initiative and become an advocate for students with ADHD in order

to enhance opportunity with academic, personal social, and career planning. According to

DuPaul and Stoner (2003) the primary professional responsibilities of educators involve the

development and delivery of curriculum and instruction. Educators make decisions and take

actions regarding what to teach, how to teach, when to teach, and where to teach. Not only is it

important for educators to be proactive with regular students, but it is also important that

counselors and teachers are proactive with students who are diagnosed with ADHD, as students

with ADHD may require a much more significant amount of an educator’s time and attention

than that of a student who is not diagnosed with ADHD.

Many educators are constantly researching and experimenting with different types of

school-based behavioral interventions to help students diagnosed with ADHD identify and

address behaviors so that they can plan to meet individual needs. Finding the right behavioral

intervention for students may not be an easy task. According to the Encyclopedia of Applied

Psychology, (2004)

There are several principles that are critical to the design of effective school-based

interventions for students with AD/HD: gathering assessment data that directly inform

intervention planning, implementing interventions at the point of performance,

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individualizing intervention strategies for each student, using a balanced treatment plan

composed of both antecedent-based and consequent-based interventions, using strategies

to address both academic and behavioral difficulties, and employing multiple individuals

to implement treatment components. (n.p.)

The design and implementation of a behavioral intervention is just one step in helping

students with ADHD. Individuals who are diagnosed with ADHD may also take medications in

order to bring some balance and stability to their daily routines if they are having trouble

controlling their ADHD symptoms. In fact, there was a 50% increase in the use of ADHD

medications in the United State from 1994-1996, with an estimated 5% of school-aged boys

diagnosed with ADHD. “In 1998, the number of children and adults in the United States taking

medication for ADHD (mostly Ritalin) was approximately 4 million” (The Hutchinson, 2010

n.p.).

In order to receive medications, one must first be diagnosed with ADHD. When doctors

diagnose a child with ADHD, they base their assessments on a battery of tests that look at the

child’s characteristic behaviors. These assessments may typically include vision, hearing, and

speech tests, as well as neurological evaluations, intelligence testing, comprehensive interviews,

and an examination of family psychiatric and medical history (Bussing, 2006).

Once a student has gone through the assessment process and is diagnosed with ADHD,

he or she may qualify for certain accommodations. These special accommodations are made

available to students through the following federal mandates: Section 504 of the Rehabilitation

Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA). Even

though a student is diagnosed with having ADHD, he or she may still not be eligible for services

related to IDEA; however, if the child does not qualify for special education services he or she

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may still have accommodations made specifically for them under Section 504, as it was created

to make sure that all students with a cognitive or physical impairment received a free and

appropriate public education Free Access to Public Education (FAPE) (U.S. Department of

Education, 2007).

Every student who has a diagnosis of ADHD is affected in a different way, and in order

to advocate for these students and ensure their success, school counselors continue to work side-

by-side with psychiatrists, therapists and doctors to find ways to advocate for children who have

ADHD.

Statement of the Problem

One major concern among educators in school districts across the nation is how can a

counselor advocate for students who are struggling with their academic and social skills because

of their ADHD? Generally, school counselors want to help all of their students be successful,

but can they find the extra time to ensure that students who have a disability or a disorder are

provided equal access to learning. This can be difficult and very time consuming for school

counselors, because every ADHD diagnosis is different and there is no single solution to help a

student move forward with their disorder. Even though there are generally accepted strategies to

help students who have ADHD, there are still many individualized plans, which have been

proven affective, that can be adapted to accommodate for each pupil’s individual needs. So the

problem becomes, how does a school counselor work as part of the team to make the right

accommodations for each particular student diagnosed with ADHD? Are there special education

services that are available for a student with ADHD? What types of interventions can the

counselor offer to student to reduce barriers to success?

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Purpose of the Study

The purpose of this literature review is to help inform school counselors, administrators,

and educators about Attention Deficit Hyperactive Disorder (ADHD) and explore the different

strategies, accommodations and interventions that are available to help students with ADHD

become successful both in and out of the classroom during the spring of 2012.

Assumptions and Limitations of the Study

It is assumed that ADHD has an effect on a student’s ability to learn and his or her ability

to act accordingly and meet the acceptable standards of social norms. It is also assumed that

recently hired school counselors may want more information about the struggles which students

with ADHD experience as well as what they can do as caring professionals to help these

particular students. Lastly it is assumed that students who have ADHD are on treatment plans,

which are tailored to accommodate for their specific personal needs. These treatment plans may

be comprised of interventions plans, medication records, and any other helpful information that

might be beneficial for counselors and teachers to know in order to ensure the success of the

student.

There are limitations to this study because every student with ADHD is impacted

differently. However, due to the fact that every case of ADHD is different in some way, the

information reviewed in this study may not be beneficial for a reader who is looking for

information that is specific to one individual case. A final limitation is the available time and

resources available during the summer of 2012.

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Definition of Terms

To ensure clarification of terms in this review, the following terms are described.

Alternative Interventions. Applying different strategies for treatment that does not

include medications.

Attention Deficit Hyperactive Disorder (ADHD). A chronic condition that includes a

combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive

behavior (Mayo Clinic, 2011).

Conduct Disorder. A range of antisocial behaviors displayed in childhood or

adolescence.

Hyperactivity. More active than a typical person.

Impulsivity. Acting without consideration for consequences.

Inattentive. Has a hard time paying attention to teacher lectures, group discussions, and

task instructions (DuPaul & Stoner, 2003, p. 3).

School Counselor. A licensed counselor who works in a school system to help students

with academic, career and personal/social issues.

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Chapter II: Literature Review

Introduction

This chapter provides a general overview of Attention Deficit Hyperactivity Disorder

(ADHD), which will address some of the techniques used to identify ADHD in students, as well

as certain risk factors that students with ADHD may experience. This chapter also includes the

different accommodations that can be made for students who have ADHD regardless if they

qualify for special education services or not. This chapter concludes with a discussion on

different medications and behavioral interventions that could potentially be helpful when

working with students who are having difficulties managing their ADHD.

Identification and Risk Factors

For counselors and other school personnel, recognizing ADHD can sometimes be

difficult, especially as a student transitions through adolescence into adulthood. However, there

are resources available for educational professionals to help them identify potential cases of

ADHD and the challenges that accompany the disorder. Identifying ADHD symptoms can be

extremely important to the development of the student, because the earlier the symptoms are

recognized, the sooner a student can be diagnosed by a medical professional and

accommodations can be made in the school.

For educators and school counselors who could potentially be working with students who

have ADHD, it is important to be able to recognize the symptoms in case there is a particular

student who has not been diagnosed as having ADHD. As stated before, ADHD is a behavioral

disorder, which is increasingly being diagnosed in youth today. Normally the initial question of

ADHD comes from either the students’ parents or their teachers/counselors, thus making it

important to be able to recognize symptoms of the disorder, as diagnoses of ADHD continue to

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increase. It is also important for families to consult with a doctor who specializes in diagnosing

children with ADHD once the signs of ADHD are evident. There are three main categories of

ADHD symptoms. These symptoms include impulsivity, inattention, and hyperactivity (Katz,

2011). All three of these categories have distinct symptoms that are significant to a specific

category or type of ADHD.

Although the symptoms of ADHD can sometimes be simple to identify, the process of

diagnosing a child or student with ADHD can be quite intensive, as there has been a tremendous

increase in students who have ADHD and the process has become more extensive to make sure

there are no false diagnoses. The Centers for Disease Control and Prevention (2011) states there

were approximately 5.2 million children, ages 3-17, who had been diagnosed with ADHD, and

of those who have been diagnosed with ADHD, 11.2% of them were boys and 5.5% were girls.

According to Alloway, Gathercole, Holmes, and Place (2009), there are three major

checklists that are used to evaluate students who could potentially have ADHD. These checklists

include The Conner’s Teacher Rating Scale (CTRS), The Behavior Rating Inventory of

Executive Function (BRIEF), and The Working Memory Rating Scale (p. 353). They went on to

say “All three behavior scales are able to successfully discriminate children with ADHD and

those with working memory deficits from typically-developing children” (p. 353).

When a school psychologist conducts a test using one of the previously mentioned

checklists, the behaviors of the student are continually monitored in order to rate certain

behaviors noting the severity and number of times a particular behavior occurs. Alloway,

Gathercole, Holmes, and Place (2009) further identified some of these behaviors in their article

when they stated:

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Children with ADHD are usually seen as having great difficulty remaining seated when

required to, and being much more active than their peers. They also find it hard to

remember complex instructions, show poor attention to instructions, and find it hard not

to interrupt with their comments. These symptoms can vary depending on the situation,

which makes the diagnosis quite challenging at times, but the use of formal rating scales

does give some objectivity to the assessment. (p. 354)

These processes have been designed to help educators, parents, and doctors assess the behaviors

of children during the diagnosing stages so they can have a better understanding of the child’s

tendencies and behaviors, and when these behaviors are most likely to occur. This is crucial to

the diagnosis of the student, because when it comes time to develop an Individualized Education

Plan (IEP) for them, the IEP team can write the student’s plan up so that it meets the needs of

that student specifically, thus giving the student the accommodations needed in order to be more

successful in the classroom and in life.

Another aspect that school counselors can help with is social skill development for

students with ADHD. There are actually two types of social factors when it comes to the topic

of ADHD. According to Sauver, Barbaresi, Katusic, Slavica, and Colligan (2004), one of the

things that children with ADHD are at risk of is not developing socially or fitting in with their

peers, which could lead to depression, thus making the child a loner, forcing them into isolation

because of not being accepted socially by their peers. Another area students with ADHD might

be at risk of is failing in school. If a students with ADHD have needs that are not properly met,

they may run the risk of failing in the classroom. This can also have a negative impact on the

students mentally, as they may begin to develop a lack of self-confidence when it comes to

completing certain tasks, which can potentially impact them for the rest of their lives. School

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counselors may want to consider individual and small group counseling sessions to help with

academic and social support.

Another concern associated with ADHD is when a child is at risk of developing a

hyperactive disorder. Research by, Sauver, Barbaresi, Katusic, Slavica, and Colligan (2004)

found that “Low birth weight, birth to a single parent, presence of a twin, pregnancy and birth,

number of prenatal visits, need for a surgical delivery procedure, and pregnancy, labor, or

delivery complications were not associated with children who have ADHD,” despite previous

research findings of others (p. 1126). However, caucasian males have a significantly greater

chance of developing hyper activity, and Sauver, Barbaresi, Katusic, Slavica, and Colligan

(2004) found that if a child’s parents had a lower education level, then there was a greater risk of

their children being identified as having ADHD.

These issues can be important indicators for school counselors and can be used to help

identify the potential of ADHD traits developing in a student or finding changes that may be

occurring in a student who has already been diagnosed as having ADHD. Regardless, it is

important for educators and counseling professionals to become aware of these indicators, so that

they can identify symptoms of ADHD early on and encourage parents to consult with medical

professionals for assistance in diagnosing their child.

504 and IEP Accommodations

When it comes to making accommodations for students with ADHD there are two major

federal mandates that play a crucial role in helping meet the needs of students with ADHD. The

two federal mandates are the Individuals with Disabilities Act (IDEA) and Section 504 of the

Rehabilitation Act of 1973. Although these two particular mandates were established to help

meet the needs of students with disabilities or disorders, they also include support that can be

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utilized for students who have ADHD (U.S. Department of Education, 2007). Many educators

have heard of Section 504, but they still may not fully understand its impact. According to the

NCLD Public Policy Staff (2009b),

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits

discrimination on the basis of disability in programs and activities, public or private that

receive federal financial assistance. This law conforms to the definition of disability

under the Americans with Disabilities Act Amendments Act (ADAAA). Section 504 does

not provide funding for special education or related services, but it does permit the

federal government to take funding away from programs that do not comply with the law.

(n.p)

In order for a student to qualify for services under Section 504, the student must have a

physical or mental impairment, which substantially limits one or more major life activities with a

record of the impairment, or is regarded as having such impairment by a doctor. These

impairments, however, are not limited to cognitive impairments. They can be physical

impairments or disabilities as well or treatment for cancer. If a student is diagnosed with ADHD

or believed to have ADHD, he or she maybe eligible for services under Section 504 pending a

staffing meeting by the child’s school district. This evaluation consists of various factors, such

as teacher recommendations, the child’s physical condition, social and cultural background, and

the results of a behavior evaluation. These evaluations and decisions are made by a team of

people who are familiar with the child and his or her disorder (NCLD Public Policy Staff,

2009b).

Once a student has been evaluated and deemed to qualify for services and

accommodations under Sections 504, a 504 plan is to be developed. This particular plan is a lot

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like an individual education plan (IEP), however, a student does not have to qualify for special

education in order to have one. A 504 plan denotes any accommodations that need to be made

for a particular student in order to help him or her achieve a set of goals. When a plan like this is

developed, it is created by a team of people who work with the child on a daily basis. This team

may consist of the child’s parents, regular classroom teachers, a school counselor, a school

psychologist, and a school principal or administrator. These people meet and consider the child's

needs to determine how it may impact the child's education in order to come up with some

accommodations that will be the most helpful for the student (NCLD Public Policy Staff, 2009b).

Once the accommodations have been chosen and the plan set in place, teachers must provide

these accommodations in their classrooms in order to enhance the student’s academic and social

success.

Students with ADHD may also benefit from the Individuals with Disabilities Act (IDEA);

however, in order for this to happen, the students must have a disability that qualifies them for

special education services under IDEA, because ADHD is not considered to be a qualifying

disability under IDEA. If a student has another disability that qualifies for special education

services the student may then use these services to meet specific needs pertaining to ADHD

(U.S. Department of Education, 2009).

Once a student has been tested and it is confirmed that the child has a disability, which

may qualify that student for services under IDEA, then an Individual Education Plan (IEP) can

be developed for that particular student. An IEP is similar to a 504 plan; however, it does allow

for a student to utilize special education services that a 504 plan does not. These

accommodations are created in a similar manner, through staffing meetings where individuals

including parents, general education and special education teachers, school counselors, school

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psychologists, a school administrator, and the students, if they choose, gather to collaborate and

discuss how the IEP will be formulated (NCLD Public Policy Staff, 2009a).

Once the student’s IEP is created, the IEP plan becomes part of the student’s file, and by

law, the teachers need to make the designated accommodations for the student in the classroom

as set forth by the IEP team. Even though IEP and 504 plans are very similar, with the exception

to qualifying for special education services, there is another difference that sets them apart as of

2004. In 2004, IDEA was updated and according to the NCLD Public Policy Staff (A), school

districts are “expected to create and provide a summary of academic and functional performance

to every student who exits a special education program by graduating with a regular diploma or

exceeds the qualifying age for special education under state law” (n.p.).

Although similar, yet different, these two federal mandates can be determining factors in

the success of students who are diagnosed with ADHD. They play an important role in our

school districts and are addressed and updated as needed in order to make sure that the

appropriate accommodations are being made for students with a disability or a disorder such as

ADHD.

Medications and Interventions

Along with making accommodations for students who have ADHD, parents and

education professionals seek the help of different medications and behavioral interventions to

help children control this disorder. Medications and interventions, if deemed necessary by the

physician, and are on the child’s IEP or 504 documentation, will be included in the plan for that

student. The use of interventions and medications may help minimize the student’s symptoms of

ADHD, which may allow for the child to be more successful in the classroom, as well as become

more socially accepted by his or her peers.

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Stimulant medications are most often used to combat the symptoms of ADHD. These

medications are usually effective for people of all ages, but are used more for children who have

been diagnosed with ADHD. Research has shown that these stimulant medications can improve

symptoms in about 70 percent of people, and these medications have also been observed to have

an immediate impact when it comes to improving the behavior of students who have been

diagnosed with ADHD (Healthwise, 2011). According to Healthwise (2011), the current drugs

that are commonly used to treat the symptoms of ADHD include “Ritilan, Concerta, Metadate

CD, Focalin, Dexedrine, Adderall, and Daytrana” (n.p.). All of these particular drugs are

considered stimulants. However, depending on the child, sometimes stimulants will not work

when treating ADHD. If this is the case, there are non-stimulant drugs such as Atomoxetine or

antidepressants like Bupropion (Healthwise, 2011). These medications are typically used in

students who are very removed socially and have a hard time interacting with their peers and

generally keep to themselves. Schools may be asked to monitor and provide feedback on

students who are using medications to help ADHD symptoms.

Creating rules and guidelines for the student is critical to establishing clear expectations.

Rules should be clearly stated and simply worded. Minor miss-steps or mishaps should be kept in

perspective and lots of praise given for appropriate behaviors, and ignoring mild inappropriate

behavior helps a child with ADHD to recognize better choices. Directives should be simply

stated, sequential and clear. If you want the child to “pick up the toys, put them away and get

ready for bed,” the child with ADHD may have only heard part of the three-step request.

Consider making only one request at a time followed by praise and then the next expectation.

Keeping daily charts may help the child stay organized and use planning skills to stay on top of

tasks. Using points or token or a checklist may also provide a visual tool that reinforces positive

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expectations. Creating a specific time each day to do chores or homework also creates structure

that may help the student maintain focus for certain period of time and sets up a routine that may

contribute to good organization skills. Setting clear guidelines and expectations may help the

parent or teacher negotiate rewards and consequences. These interventions need to be consistent

in the home and at school to avoid confusion for the student with ADHD.

The counselor has a responsibility to advocate for all students and that includes those with

and ADHD diagnosis. It is important that educators and school counselors stay current with

legislation, interventions and support systems to best assist the students.

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Chapter III: Summary, Discussion and Recommendations

This chapter summarizes the literature concerning the importance of why school

employees need to be informed when it comes to the symptoms of ADHD and helping students

who have ADHD. This chapter also includes a summary of the findings from the literature, as

well as recommendations for further research.

Summary

ADHD can be a very disruptive disorder for many people if it is not properly recognized

and addressed. With a little extra time and effort on behalf of the caring adults, children who

have ADHD with difficulties in hyperactivity and being inattentive can feel more in control.

When students are trying to perform a task within the classroom, ADHD issues can lead to a

declining rate of success for students both academically and socially. Students with ADHD tend

to daydream a lot and can become easily confused or distracted.

If a student’s ADHD goes unrecognized or is not addressed properly, there are many

negative components that could affect the student both mentally and physically. The students

could become depressed, socially unaccepted, disruptive, or even experience a lack of self-worth,

feeling as though they are at a lower level when compared to their peers. However, if the child’s

ADHD is recognized and addressed properly, the student does not have to experience many of

these negative feelings or emotions; in fact, if it is handled properly, their friends might not even

know they have ADHD.

There are numerous accommodations and interventions to help students cope with

ADHD once they have been diagnosed. These accommodations and interventions have been

found useful when it comes to treating students with ADHD. Every case of ADHD is different

and requires its own specific attention and must be addressed separately from all other cases of

21

ADHD. It may take numerous attempts by educators and parents in order to come up with the

best solution to help accommodate a student’s ADHD. However, given the effort and dedication

of time, a child’s symptoms could potentially be reduced if the proper steps and precautions are

taken. This may benefit the child, as well as relationships with the child’s peers, teachers, and

parents.

Discussion

Diagnosing a student with ADHD can be an extremely challenging process for everyone

involved. Educators have to be absolutely certain that a student is exhibiting symptoms of

ADHD in order to make sure they are not referring a student on false observations. There are

numerous symptoms that come with ADHD, but it all depends on the person who is impacted by

the disorder when it comes to the symptoms that he or she exhibits. This can make it very

difficult for educators to pin point and diagnose some students with ADHD, because some of the

symptoms that occur in people can just be an action or reaction during a certain phase of their

life.

Common symptoms that appear in students include impulsiveness, hyperactivity, and

inattentiveness, which tend to leave educators questioning, how will I be able to tell if my

students are exhibiting symptoms of ADHD or if they are just going through a difficult phase of

their life? When students are initially observed to see if they need to be assessed for a disorder

such as ADHD, they are not observed by an individual, but rather by a group of people who

work with that student on a daily basis. These individuals will document their observations, and

then collaborate with one another in order to make a decision on whether they should suggest

referring a student to a doctor for a diagnosis. This process can be extremely unyielding and last

for an extended period of time if a student’s symptoms are hard to decipher.

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Once a student is diagnosed as having ADHD, there are many different avenues that the

individual can take. In the majority of cases, the child’s parents will have a major role in how

their child is going to adapt to the disorder. Depending on how the student is affected by the

disorder, the parents may choose to medicate their child to help keep the symptoms to a

minimum. Medicating a student with ADHD can also be an extended process as it may take a

while for an individual to find the medication that works best. During this period doctors may

ask the parents to keep a close eye on their child in order to monitor the progress of the

medication. Teachers also play a big role in this observation process, and will usually be asked

to observe the student’s behaviors and document any changes that they see in that child.

Another option that is commonly used by school districts when working with students

who have ADHD is the idea of implementing an action plan, which educators can use as a

guideline on how to work with that student. These plans also vary, but they can consist of things

such as appropriate behavioral interventions, accommodations, and any special education

services the student qualifies for due to having a disorder like ADHD. As stated earlier, there are

two different types of plans that students with ADHD can have. They can either have a 504 plan

or an IEP. They can only have an IEP if they qualify for special education services though. Once

a student has a plan put into place, all of the teachers who work with the student are expected to

know their plan and follow what is stated in it to make sure the student’s needs are properly met.

These plans are updated as needed, but are typically updated on a bi-annual basis.

The need for educators to become involved in working with students who have ADHD is

essential in helping these children find their own success. Educators need to become informed

about the legal implications as well as aware of the affects that ADHD have on their students so

that they can help decide what accommodations need to be made to best meet their students’

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needs. It is important that educators are continually keeping up with the latest trends, and

remember that, working with a student who has ADHD is an ongoing process that is constantly

changing. It is important to assess the needs of the individual to make the best accommodations

possible, but in order to do that, educators must first educate themselves about the disorder

known as ADHD.

Recommendations for Further Research

Educators play a crucial part in the success of students who have ADHD. They have

become involved more often when it comes to advocating for these students. Further research is

needed to find ways to increase their involvement in helping students manage ADHD, while still

working with all the other student challenges in the common classroom. Research on techniques

that work best may prove helpful for all involved if more is known about the structure of the

school environment and how to minimize distractions especially during testing and assessments

required by states. Educators can help students cope with their diagnosis by researching and

implementing new behavioral interventions in order to help each individual child with ADHD

succeed.

Educators need to take the initiative to continue educating themselves about the disorder in

order to stay up to date with new advancements related to ADHD. Further research could shed

light on inservice or training sessions that work best for new educators. Would having a mentor

from the special education team help new teachers and counselors have a better understanding of

the process that is needed to refer, assess and accommodate these students?

It is also recommended that school counselors have an ongoing counselor/student

relationship with children who have ADHD. Counselors can meet with these children

individually as well as provide support groups for students with ADHD so that they can

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recognize and express any concerns that they may have about their disorder. Research specific

to counseling strategies that have high impact may help others know what type of counseling

works best with students diagnosed with ADHD. Lastly, as new developments and treatments

for ADHD are vastly improving, it is recommended to continue to research the effectiveness of

the interventions that are implemented into a student’s individual action plan as evidence of what

has or has not worked for that individual in the past. Counselors, parents, and teacher need to

work together to provide the support, encouragement, and accommodations needed to help all

student have a successful school experience.

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